Year 3. The Reddings Primary and Nursery School Curriculum Map for

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1 ! Year 3 The Reddings Primary and Nursery School Curriculum Map for Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Topic Theme This is us! UK regional study Ancient Egypt Stone Age to Celts Theme weeks English 3- Hansel and Gretel 4 The BFG Roald Dahl 12 weeks (7+5) 11 weeks (5+6) 11 weeks (5+6) 2 - Fables War and Peas - M. Foreman Persuasion Come to London! 1 Vocabulary building poetry 2 - Traditional Tale (alt version) The Egyptian Cinderella Shirley Climo 2 - Non chron reports read a selection of reports about Egypt (library) select material make notes and write own reports 2 - Instructions how to mummify 5 Narrative Ma at s feather - Edward Tulane 1 poetry linked to topic 4 narrative Stig of the Dump Clive King OR Ug Raymond Briggs write narrative version of Ug 3 Pebble in my Pocket Meredith Hooper explanation (write an explanation of a rock s journey through time) 1 vocabulary building poetry linked to pebble in my pocket 3 narrative The Iron Man Ted Hughes SPaG Formation of nouns using prefixes Use of the forms a or an according to whether the next word begins with a consonant or a vowel Word families based on common words, showing how words are related in form and meaning Conjunctions, adverbs and prepositions Introduction to inverted commas to punctuate direct speech Maths Place value Addition and subtraction Addition and subtraction Multiplication and division Multiplication and division Money Statistics Measures length and perimeter Fraction Fractions Measures time Geometry properties of shapes Measures mass and capacity! 1

2 Science Forces and magnets compare how things move on different surfaces notice that some forces need contact between two objects, but magnetic forces can act at a distance observe how magnets attract or repel each other and attract some materials and not others compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials describe magnets as having two poles Light recognise that they need light in order to see things and that dark is the absence of light notice that light is reflected from surfaces recognise that light from the sun can be dangerous and that there are ways to protect their eyes recognise that shadows are formed when the light from a light source is blocked by an opaque object find patterns in the way that the size of shadows change. Animals including humans: nutrition identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat identify that humans and some other animals have skeletons and muscles for support, protection and movement. Plants identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant investigate the way in which water is transported within plants explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. Rocks compare and group together different kinds of rocks on the basis of their appearance and simple physical properties describe in simple terms how fossils are formed when things that have lived are trapped within rock recognise that soils are made from rocks and organic matter predict whether two magnets will attract or repel each other, depending on which poles are facing.! 2

3 Computing Authoring select, combine a variety of software (including internet services) on digital devices to design and create programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information use technology safely, respectfully and responsibly; recognise acceptable/ unacceptable behaviour; identify ways to report concerns about content and contact. Programming and Games design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts use sequence, selection, and repetition in programs; work with variables and various forms of input and output use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs use technology safely, respectfully and responsibly; recognise acceptable/ unacceptable behaviour; identify a range of ways to report concerns about content and contact Keeping Informed Select, combine a variety of software (including internet services) on a range of digital devices to design and create programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information Use technology safely, respectfully and responsibly; recognises acceptable/ unacceptable behaviour; identify a range of ways to report concerns about content and contact. Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts Use sequence, selection, and repetition in programs; work with variables and various forms of input and output Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs History taught about: Ancient Civilizations Ancient Egypt The achievements of the earliest civilizations an overview of where and when the first civilizations appeared and an in-depth study of Ancient Egypt Pre-Roman Britain Stone Age to Celts Changes in Britain from the Stone Age to the Iron Age! 3

4 Geography locate the world s countries, using maps to focus on Europe (including the location of Russia) identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) name and locate key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time Comparative study of region of the UK to the Caribbean Art Monet To create sketch books to record their observations and use them to review and revisit ideas Taught about great artists, architects and designers in history Kartouche / canopic jars / masks / hieroglyphics To create sketch books to record their observations and use them to review and revisit ideas To improve their mastery of art and design techniques, including drawing, painting and sculpture with materials (e.g. pencil, charcoal, paint, clay) Cave Painting To create sketch books to record their observations and use them to review and revisit ideas To improve their mastery of art and design techniques, including drawing, painting and sculpture with materials (e.g. pencil, charcoal, paint, clay) DT Structures Textiles Pyramids Celtic weaving! 4

5 ! Music Let your spirits Fly with and other al recorded ians the history of Glockenspiel stage 1 with and other al recorded ians understanding of the history of Three Little Birds with and other al recorded ians the history of 5 The Dragon Song with and other al recorded ians the history of Bringing us together with and other al recorded ians the history of Reflect, Rewind and Replay with and other al recorded ians the history of

6 PE Football play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending Gymnastics develop flexibility, strength, technique, balance [for example, through athletics and gymnastics] Athletics develop flexibility, strength, technique, balance [for example, through athletics and gymnastics] compare their performances with previous ones and demonstrate improvement to achieve their personal best. compare their performances with previous ones and demonstrate improvement to achieve their personal best. use running, jumping, throwing and catching in isolation and in combination! 6

7 RE (HERTS agreed syllabus) Stories of key religious leaders 2.1 to describe the key aspects of religions and traditions that influence the beliefs and values of others; 2.2 to use key religious vocabulary in communicating their knowledge and understanding; 2.3 about stories of the lives of key religious people, the significance of these in their own lives and in the lives of believers today; 2.5 to identify and begin to describe the similarities and differences within and between religions; 2.6 to investigate the significance of religion in the local, national and global communities; Ways of describing God / Christmas 2.4 about individual beliefs and consider the ways in which members of faith communities describe their God/gods; 2.8 about the way in which expressive and visual arts are significant to the practices and lifestyles of religious believers; 2.12 how religious festivals are related to key figures, events and stories and how these are observed within families and religious communities; 2.20 to develop their sense of curiosity about life, death, relationships and the natural world and express personal opinions Events in the life of Jesus 2.3 about stories of the lives of key religious people, the significance of these in their own lives and in the lives of believers today; 2.12 how religious festivals are related to key figures, events and stories and how these are observed within families and religious communities; 2.16 about the significance of their own religious, cultural and family traditions and how these relate to the experiences of others; 2.25 examples of the ways in which personal and religious beliefs may influence their behaviour and that of others Rules and how they influence actions 2.24 about religious codes of conduct and rules of living, considering the effect of these on daily life; 2.25 examples of the ways in which personal and religious beliefs may influence their behaviour and that of others Special and sacred places 2.13 about places of religious importance, preferably exploring through visits; the way each place is used and its meaning and significance; 2.25 examples of the ways in which personal and religious beliefs may influence their behaviour and that of others! 7

8 Languages I m Learning Spanish Animals Musical Instruments! 8 Little Red Riding Hood engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help understand basic grammar appropriate to the language being studied, partitive article I can listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words read carefully and show words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language I can engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people,

9 Curriculum Enrichment Enrichment Days KS2 trip to Clacton Enterprise Fayre Celtic Harmony Trip Ancient Egypt Day Boxmoor Trust for Science! 9